Presentation is loading. Please wait.

Presentation is loading. Please wait.

ShoshinAz.org May 2013 MINDSET IMPROVING SKILLS & OUTCOMES INSTRUCTOR’S WORKSHOP.

Similar presentations


Presentation on theme: "ShoshinAz.org May 2013 MINDSET IMPROVING SKILLS & OUTCOMES INSTRUCTOR’S WORKSHOP."— Presentation transcript:

1 ShoshinAz.org May 2013 MINDSET IMPROVING SKILLS & OUTCOMES INSTRUCTOR’S WORKSHOP

2 BUT FIRST A QUIZ Even the sharpest minds can be fooled. There are certain things that the the average reader will overlook. Even if you are paying extra attention, you you may not notice simple mistakes. Memorize the above – no talking please.

3 MINDSET GIVES THE BIG PICTURE TO LEARNING Dr. Robert Sternberg, a leading psychologist who focuses on learning, writes the major factor in where people achieve expertise “is not some prior ability but purposeful engagement.” Gilbert Gottlieb, an eminent neuroscientist has shown not only that genes and the environment cooperate as we develop, but genes require input from the environment to work properly. The current theories show that intelligence is not something we are born to. Talent is not something we are born with – rather both of these things are a result of our focusing on learning, improving, refining the way we do things. For you this means there are two basic Mindsets: Fixed – belief that things are carved into stone Growth – belief that your basic qualities care cultivated through your efforts

4 A LOOK BACK Tolstoy and Darwin were very average students Ben Hogan, one of the greatest golfers of all time, was completely uncoordinated as a child Michael Jordan, one of the greatest basketball players of all time, was cut from JV team Photographer Cindy Sherman, one of the most important artists of 20 th century, flunked her first photography class Lucille Ball was dismissed from drama class The Beatles were turned down by record company – their music was on the way out Ulysses S. Grant was a failed soldier, farmer, and real estate agent who at 38 yo when to work for his father as a handy man Walt Disney was fired from newspaper because he lacked imagination

5 MINDSET - FIXED If you only have a certain amount of intelligence or talent or personality or moral character then there is a need to prove you have a healthy dose. Fail a test – you are a failure, you are an idiot, you aren’t smart enough Things should come easy if your are talented or smart or intelligent. Generally cope with getting a disappointing C+ on a midterm by: I won’t bother to put out so much effort the next time (so no one can be measured against me that way) Stay in bed or get drunk or listen to music, cry, pick a fight If they get a C+ the enthusiasm for the class goes down. ‘It used to be fun’ Failure goes from ‘I failed’ to ‘I am a failure’

6 MINDSET - GROWTH Based on the belief that your basic qualities are things you can cultivate through your efforts Belief that ones person potential isn’t know unless one spends years of passionate effort to cultivate them Generally cope with getting a disappointing C+ on a midterm by: Studying more next time, trying harder Noting I have rest of semester to get the grade up They cope with disappointment with positive action The C+ - ‘It’s a lot more difficult than I thought, but it is what I want to do so that only makes me more determined’. Failure, while perhaps painful experience doesn’t define who one is. It is a problem to be faced, dealt with and learned from.

7 WHERE ARE YOU? Pick one of the below that best reflects your thoughts: Your student’s intelligence is something very basic that you can’t change Your student can learn new things but you can’t change how intelligent they are No matter how much intelligence your student has, they can change it quite a bit You student can always substantially change how intelligent you are. What about ‘what kind of teacher you are’? Can that be changed?

8 NASA – HIRING ASTRONAUTS NASA rejects people who have perfect record of success Want people who have had significant failures and bounced back from them

9 A FEW THOUGHTS John Wooden said “You aren’t a failure until you start to blame” Billie Jean King said “You can look back and say ‘I could have been…’ Or you can look back and say ‘I gave it my all for the things I valued’.” Think about how you want to look back and pick your mindset. Dr. Carol Dweck said “The top is where fixed mindset people hunger to be but it where growth mindset people arrive as a by-product of their enthusiasm and effort. The growth mindset allows people to value what they are doing regardless of outcome.” Joseph Martochio after doing a study of fixed vs. growth mindset folks who has similar levels of confidence – then had they learn some new computer skills. ‘Despite mistakes made by each group at the end the growth mindset group had more confidence from the skills they gained, the fixed mindset group had lost confidence from the skills they gained.’

10 GROW YOUR MINDSET Facing a challenge or something becomes difficult – stop and remind yourself to adopt a growth mindset It is tempting to create a world where you are perfect – we choose friends, partners, hire people who make us feel faultless. But how would you grow? Next time you are tempted to surround yourself with worshipers – go to church. In the rest of your life seek constructive criticism. Is there something in your past that you feel measures you? A test score? A failure? A dishonest or callous act? Getting fired from a job? Feel the emotions and then put yourself in a growth mindset and ask yourself – ‘What can learn from this?’ ‘How can I use this as a basis for growth?’

11 ADOLESCENT EFFORT JR H.S. were studied and found that fixed mindset students declined in their scores, while growth mindset students improved from the 6 th grade. Fixed mindset students tended to blame others – teacher doesn’t like me, etc. In the fixed mindset questions like “Am I smart or dumb? Am I good-looking or ugly? Am I cool or nerdy? Am I a winner or a loser? No wonder these student mobilize their resources, not for learning, but to protect their egos.

12 TEACHERS Garfield H.S.’s famous teacher, Jaime Escalante ( Stand and Deliver ), looked at teaching his inner city Hispanic students college level calculus by asking the question: ‘how can I teach them? How can they best learn?’ Not ‘Can I teach them? Can they learn?’ Marva Collins taught inner city second graders Aristotle, Aesop, Tolstoy, Shakespeare, Poe and Frost with exceptional results. Dr. Benjamin Bloom has researched learning and education studied 120 outstanding achievers – from scholars to Olympic swimmers to concert pianists. None showed great talent as children – until they were trained in earnest. Motivation and commitment were the determining factors. So how do YOU instill this in your students?

13 DANGERS OF PRAISE AND POSITIVE LABELS When praised for ability: ‘You must be smart because…’ ‘You are so talented… ‘ The outcome was a strong tendency to give fixed mindset and long term students didn’t do well as they faced the challenges of normal schooling When given a choice they tended not to take the challenge of a new task – they didn’t want to expose their ‘talent’ to being measured. It was good now why risk being found out as not talented? When praised for effort… ‘Wow you got 8/10 – you must have studied really hard’. Praise for doing what it took to succeed – they did better in long run and with challenges. Enjoyed taking on new challenges

14 GROW YOUR MINDSET Think of how this applies to you Think of how labeling your students affects them Let go of this idea of ‘natural, or talented or smart’. They likely don’t exist: Michael Jordan, Kobe – first in the gym and last to leave Michael Jordan said “I have missed over 9,000 shots, lost almost 300 games and 26 times trusted to win the game at the end… but lost. You can be sure I went back to the gym each time and practiced that shot 100+ times. Babe Ruth –Started out as a pitcher who couldn’t hit. Only after years of batting practice did he find his swing. Despite newspapers playing up his eating and drinking – he was in the gym for the winter prior to the 1925 season when he went off on a 6 year streak of 50 HR and 155 RBI. During this time he trained and ate more reasonable. Wilma Rudolph – fast won 3 gold medals in 1960 Olympic sprints – had polio as child

15 ENRON Malcom Gladwell wrote ‘The talent mind set is the new orthodoxy of American management’. Recruit talent, pay them and how can you not succeed? 2001 Enron went belly up. There was study done at University of Hong Kong, where everything is in English, that looked at students who didn’t speak English well. Fix minded group were so worried about looking deficient that they did go to class or study. Remember praising talent over effort study. Study showed that Fixed minded students after everyone did poorly on a test – were asked to tell next group about it – they nearly all lied about their score. Now think about why Enron fell – they valued talent so folks were in fear of looking deficient so they didn’t produce. And when they didn’t produce they lied.

16 GROW YOUR MINDSET Do you hold talented folks back because your feel threatened? Does having power motivate you more than having students do well or even success? Do you surround yourself with ‘yes’ folks? Do you shy away from improving your skills? Do you know it all? Then you are a fixed mind person – you can change. And you will do better, enjoy the process more and excel more often.

17 TEACHING By your words/actions are you saying… You have a permanent trait and I am judging you? OR You are a developing person and I am interested in your development? Don’t praise by.. You learned so quickly! You are so smart! What student hears ‘if I don’t learn quickly I am not smart’ Look at that kata – are you the next Brian Combo!? Or what! I shouldn’t try or they will see I am not BC You are brilliant, you got an a ‘A’ without studying! I better not study or I won’t be smart.

18 TEACHING Praise by saying… I can see you have been working intensely on this technique. Wow, it took you a bit but you worked thru this kata and never quit! Great effort and now you kata has really improved! Your homework was long and involved – I am impressed by how you concentrated and finished it! That passion and training you put into that kata really make me feel joyful.

19 MESSAGES ABOUT FAILURE 10 yo Bob, who loves SR and hopes to be a shodan one day, fails his blue belt test… you should.. 1. tell her you thought she was the best 2. tell her the belt was rightfully hers 3. Reassure her that martial arts is not that important 4. Tell her she has the ability and will pass next time 5. Tell her she didn’t do well enough today to pass – ‘I know the feeling for I too have failed many times but what are the 3 things you could have done better’ – you might guide Bob to have better attendance and concentrate a bit more in class – ‘what are 3 things you did well?’ ‘So lets just improve the 3 weaknesses and keep the 3 strengths and YOU will get better – this is how we learn! I always find it exciting when I have an opportunity to learn and improve!’

20 MESSAGES ABOUT FAILURE Too often in US there is the feeling we have to protect the student from failure, keep their self esteem no matter what and thus they never learn to deal with it, rather than to see it as a mistake to learn from and not who they are. 1. very insincere – Bob knows he is not the best – what does this teach Bob? 2. she was robbed – place the blame on others, is this a good thing? 3. devalue something if you don’t get it right quickly? 4. does ability take you where you want to go? 5. seems cold hearted but really it encourages Bob to learn to work thru failures and see them as part of the learning process. They key is to develop the growth mindset. One needs to let the student find their way thru challenges – but with guidance not doing it for them.

21 SOME STUDENTS LABEL THEMSELVES Bob, after falling over trying to do a spinning back kick: “I am so clumsy and uncoordinated!” Sensei: “What do we say when we fall?” Bob: “7 times down 8 times up!” Sensei: “if you spill some milk what do you say” Bob: “clean it up and move on” This are good things to teach ahead of time so you can refer to them.

22 FIXED MINDSET The fixed mindset: create a cloak of specialness to that is really a suit of armor built to make them feel safe, strong and worthy as children. While it offers some protection early on, later it constricts growth, sends them off to self defeating battles and cuts them off from satisfying relationships. Consider asking yourself each day at dinner – What did I learn today? What mistakes did I make that I can learn from? Where did I put in good effort? What new strategies can I use to be more prepared next time? What if you studied to learn it – not just past the test?

23 GREAT TEACHERS Believe in the growth of the student and are fascinated with the process of learning. Strive to teach all their students – find a way to get them to love learning I care for you, even if you don’t care for yourself Set high standards – then help them get there Challenge and nurture Tend to leave little to chance – plan and plan some more – how to create that spark, how can we learn more efficiently – it takes energy and passion Are truthful/ honest – let them know where they stand and then take them to next step Are pretty simple – Coach John Wooden: ‘Full preparation, full effort before the game’. Afterwards ‘Did I make my best effort?’ You can give coach’s essence. Prepare students for life. (creating a growth mindset is a big part of that)

24 STUDENT WHO WON’T TRY Sensei: I am not going to let you give up – you lean against the wall and do nothing – you will end up leaning on someone your whole life… You have too much potential inside of you – help me help you let it out. Student on phone to mother: Sensei wanted me to call you to pick me up – says in this school we learn, we don’t fool around. Find a way to connect them to the task at hand.

25 STUDENT GOT ROUGH FEEDBACK Student: SMS gave me 2 pages of criticism after my shodan video. I don’t feel motivated to work on it. Sensei: SMS job after a video is to tell you what you need to correct to pass your shodan test – that is his job. Your job is to learn from the critique and make your performance better! Sensei: remember if being a shodan means you are better person then I am a much better person than Mother Teresa – cause I can take her no problemo! (drive your elbow into your hand for emphasis!)

26 PURSUE YOUR DREAMS Mixed mindset: “Don’t do it. Don’t start a dojo. Don’t share your knowledge with others. It isn’t worth the risk – what if they don’t like it or what if you don’t do well? Your dreams of being a great martial artist will be destroyed” Growth mindset: “Go for it. Take a chance on starting a class – it will move you toward your dreams. Make it happen!” Research shows that your brain is like a muscle – it changes and gets stronger as you use it and challenge it. Things that were once hard to you (tying your shoe, multiplication, or yoko geri) are now easy. All things are like this IF you put the effort and passion into it. IF you focus on the learning.

27 GROW YOUR MINDSET Teach them you care about student as a developing person Praise the effort, the process, the good choices and strategies to learn. Be aware of how you respond when things don’t go well. Say ‘No’ but lead to ‘YES!’ Lowering standards doesn’t improve self –esteem, it just creates poorly instructed students who feel entitled Strive for good effort and commitment from your students Understand you mindset determines how you feel about an outcome and what you will do about it. It gives a framework of how you approach life.

28 SO WHAT WILL YOUR MINDSET BE?


Download ppt "ShoshinAz.org May 2013 MINDSET IMPROVING SKILLS & OUTCOMES INSTRUCTOR’S WORKSHOP."

Similar presentations


Ads by Google